COMPONENTS OF THE DIGITAL STRATEGY

Digital Literacy and Capacity

The introduction to digital technology is pivotal in preparing students and faculty for the skills they need to engage in technology both safely and responsibly. Moreover, digital technology education empowers and educates children by providing them with the tools they need to thrive in an ever-changing digital world.

What is Digital Literacy?

 

Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly through digital technologies like internet platforms, social media, and mobile devices. (Western Sydney University, 2020)

Digital capacity is the term we use to describe the skills and attitudes that individuals and organisations need if they are to thrive in today's world.

At an individual level we define digital capabilities as those which equip someone to live, learn and work in a digital society.

At an organisational level we need to look beyond the capabilities of individuals and consider the extent to which the culture and infrastructure of an institution enables and motivates digital practices.

At WTPS digital literacy is timetabled for all students from Reception to class 4. Each class is allotted 40 minutes of instruction weekly in the computer lab where students learn about various aspects of digital literacy including device handling, netiquette and using search engines.

 

It is clear that these are critical to any digital strategy that we hope to pursue.

Considering the digital literacy and capacity will be an initial step in formulating the school’s digital strategy

 

Surveys will be conducted to collect information from students teachers and parents about their digital literacy skills and competencies. Answers will be evaluated using a simple 4-point Likert scale. (1-poor 2-moderate 3- good 4- excellent)

Students

Am I able to conduct internet searches?

I can communicate with others by sharing information digitally.

I am able to manage the information I find on the web. (save, organize, edit, store)

                                  

Teachers

What types of ICT Devices do you have?

Do you use any devices in your daily lesson preparation?

Can you communicate using digital technology?

Can you use presentation software?

I can take basic steps to protect my devices. (e.g. antivirus software, passwords)

I can produce simple digital content.

 

Parents

I can complete online applications.

Can you communicate using digital technology?

I can buy and install apps on a device.

Digital Skills and Competencies

 

Digital Tools, Subject Content and Pedagogy

The digital strategy of WTPS will be based on a thorough investigation and utilization of TPACK to guide technology integration into the school. Technology in the 21^st century plays a major role as a tool in helping the teachers in the delivery of lessons and in the students’ learning.

Technological Pedagogy Content Knowledge (TPACK) is a theory that was developed to explain the set of knowledge that teachers need to teach their students, to teach effectively, and to use technology (McGraw-Hill, 2019). It attempts to identify the nature of knowledge required by teachers for technology integration in their teaching.

 In the implementation of the digital strategy the curriculum will be reviewed for the content; teachers will be interviewed to garner how pedagogy will be applied to teach the content and then the digital team in collaboration with teachers will seek to integrate compatible technology into the teaching, learning and assessment of the content.

Teaching Learning and Assessment

The school’s digital strategy will allow for multidimensional pathways towards teaching learning and assessment. The integration of technology into a school is in many ways like its integration into any business setting, technology is a tool to improve productivity and practice. Technology integration in the classroom has the potential to support important educational goals. It has been argued,  that technology  encourages project-based learning styles, and supports the acquisition of skills such as "higher order thinking," analysis, and problem solving. After making technology accessible and available, the next step is to integrate it. It is a process toward a goal, not a destination. The aim of the strategy will be to create linkages that allow seamless flow among teaching learning and assessment. The ideal of flawless technological integration is fundamentally unachievable since things change: technologies advance and change, students and teachers come and leave, etc. What matters most is how individuals and their institutional environment react to technology and its integration.

 Professional Development

When implementing a digital strategy professional development will be of paramount importance. As the competencies and capabilities of staff of WTPS are assessed, the school’s digital team will provide ongoing training to meet these needs and fill existing gaps. Some of the professional development needs will also be met by the Professional Learning Network which will be set up to perpetuate continuous learning.

Digital Technology and Infrastructure

Infrastructure 

It is important to assess the current standing of the school in terms of the digital technology infrastructure that is in place. Here we will examine the digital technologies and their digitalization. 

Digitalization is the use of digital technologies to change a business model and provide new revenue and value-producing opportunities; it is the process of moving to a digital business.”

 The use of digital technologies at West Terrace Primary presently:

• The school’s broadband is relative. Wireless runs throughout the school via 7 routers however connectivity is moderate at best. All classrooms have been wired and extenders installed to address connectivity.
• All teachers and clerical staff have either government issued or personal laptops.
• The ICT uses both a desktop and laptop in the MIS room.
• Most classrooms are equipped with ethernet ports for hardwire connections to internet if needed, however several of these ports do not work.
• The computer lab is equipped with desktops to facilitate one class of 30 students. It also contains the school’s smart board and three projectors which are shared among the teaching staff
• The Profuturo pilot project offers a portable computer lab. It is equipped with its own intranet, teacher’s laptop 24 student devices and chargers so that digital technology maybe used in the classroom even without connectivity
• There is a risograph and several photocopiers and printers at various points around the school.
• The Google suite platform is used by all faculty to support and supplement face to face instruction
• Some records are kept digitally using Openemis and Microsoft excel.

 

It is necessary to maintain the equipment the school currently has as well as to procure necessary additions and upgrades in order to fully fulfill the digital strategy for the school.

Infrastructure 

As it relates to the infrastructure, the buildings are sound but there is a need to address space at the school. One lab is insufficient to adequately address the needs of the school. In order for the school’s digital technology use to be improved, a number of areas relating to infrastructure must be dealt with namely:

• Connectivity must be greatly improved.
• Funding must be sought to procure the needed equipment
• Expert guidance relating to the purchase of equipment is required
• Expansion of the school plant through the addition of Prefab buildings to house an additional lab as well as other digital initiatives is needed.

Infrastructure in the following areas will be guided and developed by the ICT and the Digital Team:

• ICT equipment - Provide advice on ICT equipment and digital learning tools that are best-suited to support learning and teaching in the school. 
• Develop guidance for teachers and students as it relates to ICT equipment. 
• Connectivity – continuously seek ways to improve school’s broadband
• Cloud services - Explore the potential of cloud-based services.  Advise teachers on the use of cloud-based services including guidance on data security and privacy.
• Technical support - Evaluate various technical support options.  Provide guidance on the best solutions for the school.
• Purchasing and procurement - Liaise with The Ministry of Education to ensure that the needs of schools are considered when existing or new frameworks are put in place for ICT equipment and services and that adequate budgets are allotted

Security Issues and Privacy 

Presently WTPS has no clear policy and approach to the use of devices by students and teachers. To address this the digital strategy will develop an Acceptable Use Policy (AUP). The policy will cover security issues that may arise and the means by which they will be handled in accordance to the Data Protection Act 2019 of Barbados.  

All personal information must be stored with highest priority. The digital strategy will give consideration to the storage of personal information. Currently, some information is still in the form of hard copies stored in metal cabinets which translates to serious security issues. 

The information which is already in an electronic format is stored on servers. The servers are to be backed up regularly to prevent information loss.  

In order to improve security, a number of areas will be considered. Some features are already in place such as:

• The use of secure websites.
• Utilization of secure wireless connections
•  Multi-Factor Authentication-a secure file exchange solution.

In addition to these the WTPS digital strategy will seek to:

• Prepare a brief and accessible guide that details computer disposal procedures - This will ensure personal data is not left on a system but adequately disposed.  
• Educate teachers and students on how to recognize phishing scams.
• Limit the persons who have access to sensitive data.
• Intermittent changing of passwords and pass codes.

Malware and viruses,  are an ever present threat. The digital strategy will develop ways to mitigate their presence. Hence, the following procedures will be utilized:

• Carry out regular backups.
• Install quality antivirus and malware software
• Disable windows auto run feature
• Use a firewall

 

Software Procurement 

While the ITC and digital team will have overarching responsibility for the identification, acquisition and implementation of software, teachers and students are free to suggest possible software ideas. :

There are two types of educational software that are applicable to the efficient running of the school’s technology:

• Administrative – Software in this category assists educators in accomplishing their administrative, and management duties. There are two general types of Administrative software:  Productivity software and classroom Management software
• Academic – this type of software assists educators and learners in the teaching learning process. It includes features such as Educational games, concept maps, illustration software and imaging and editing software – Tutorials and drill and practice software

 

Digital Leadership

ISTE standards, are standards for the use of technology in teaching and learning. Standard 3.3 speaks to empowering leaders. Leaders develop a school ethos where educators and learners are empowered to use technology in novel ways to augment teaching and learning. In the implementation of a digital strategy for the school, fostering digital leadership will be important. It is our belief that when educators learn students learn too. Therefore, the development of this digital leadership will be done in two ways. The first is through the establishment of Professional Learning Networks (PLNs) which provide educational and planning possibilities that encourage a sense of cooperation and unity to improve students' classroom experiences. The process is designed to shift teacher attitudes from compliance to teacher capacity built with a positive and genuine commitment to the learner. The implementation of the PLN will aim to shift the school from average to exemplary. The aim is to develop team learning by building on personal mastery and shared vision.

 

The second pillar of digital leadership to be considered in the implementation of the WTPS digital strategy is the establishment of a Digital leadership team. This team will be comprised of the ICT, teachers who have a passion for technology, as well as some expertise in the area, as well as experts sourced from the Ministry of Education. The team will lead initial training sessions to ensure that the faculty staff know how to use these new technologies to enhance the  teaching, learning assessment dynamic. One of the most important things Digital leaders can do is integrate staff training into each goal. Faculty    members are the most important technology resource and as such must be supported every step of the way.

References

Animoto.com. (2011). Digital Literacy- Using Technology in the Classroom. YouTube. Retrieved December 1, 2022, from https://youtu.be/X5ySocUyI7I.

Cosgrove, J., Butler, D., Leahy, M., Kavanagh, L., Creaven, A., & Shiel, G. (2015, October 16). The 2013 ICT Census in Schools: Summary Report. Academia.edu. Retrieved November 30, 2022, from https://www.academia.edu/16887591/The_2013_ICT_Census_in_Schools_Summary_Report

Godina, A. (2021, June 11). Difference between IT strategy & digital strategy. Inform Comms. Retrieved November 27, 2022, from https://www.inform-comms.com/difference-between-it-strategy-and-digital-strategy/

Slossar, B. (2008, November). Technology planning - New Hampshire. New Hampshire Government Technology Planning. Retrieved November 30, 2022, from https://www.nh.gov/nhsl/electronic/documents/tech_planning.pdf

What is Digital Literacy? Western Sydney University. (2020, November 26). Retrieved December 1, 2022, from https://www.westernsydney.edu.au/studysmart/home/study_skills_guides/digital_literacy/what_is_digital_literacy

Purpose of Implementation

 

Purpose of Implementation

The advent of the Covid 19 pandemic and the ensuing lockdown period thrust Barbados and its educators firmly into digital teaching and learning. We battled simultaneously with teaching using a new modality without much training as well as struggling to support students instructionally and technically using this digital pathway. Digital Learning while not a subject or a curriculum became central to all things educational. This new tool firmly captured that it can be embedded in the curriculum thereby adding value to the teaching and learning process when it is used appropriately. However, the lack of training or direction given to its initial implementation was a hindrance. The purpose of digital technology is to awaken and to facilitate intellectual curiosity. The staff of West Terrace Primary is cognizant of the fact that we are educating digital natives and so our teaching and learning must reflect that reality. Considering the pedagogical implication that digital learning can be highly motivating for the learner, in particular, those children who find the traditional methodologies of the school setting constraining can improve productivity and efficiency, its proper implementation is paramount. It is against this backdrop that we will strive to maximize the potential for children’s learning using digital technologies, where appropriate.

Why a digital strategy and not a technological plan?

A Technology Plan entails an  overview of your current technology. Essentially, it is a blueprint for how technology assists in meeting the institution’s mission.  It is an instrument to help prioritize and budget for the     technology tools that are most important for achieving    organizational goals.

 

Conversely, a digital strategy is a written plan that clarifies the institution’s online goals and helps you put the right technology and processes in place to achieve these goals. It clarifies the purpose for the use of digital technologies in educational institutions. The digital strategy is guided by the overall strategic plan of the educational institution. It delineates the development and implementation of the use of technology in enhancing teaching learning and assessment; provides a platform for data-driven decision making and evidence-based education;  and should assess current approaches in digital teaching and learning, including perceived challenges and opportunities that can be used to inform its development and implementation in our schools.

While a technology plan details the school’s investment in and use of technology and how it will affect operations, a digital strategy sets up goals and objectives for how technology will be implemented and used as part of achieving those goals.

Godina (2021) explained the difference in the following way:

• Digital strategy examines the ways technology can be leveraged to transform practices, processes and procedures within an organisation – changing the business strategy as it does so
• Technology (plan) strategy looks to change, fix, or improve technology without impacting on an organisation's strategy

 

As a part of the public school system educators were given technology. Essentially there was no consultation on the needs of specific schools. All institutions were treated the same with a one size fits all technology solution. It is now imperative that each institution carve out a strategy in keeping with its overall mission and vision to properly integrate technology via a digital strategy into the school. The technology plan in essence is subsumed under the digital strategy. It is simply one part of the strategy that will underpin the realisation of the overall goals and vision in the school. It is for this reason that a digital strategy will be developed to guide the proper implementation and integration of various digital pathways and technologies into the West Terrace Primary School. This roadmap will be used to guide the digital competence and confidence of stakeholders as we look towards the future.